This document provides background information and comparisons of various language teaching approaches including Audiolingualism, the Direct Method, the Natural Approach, Total Physical Response (TPR), and the Communicative Approach. It discusses the origins and key aspects of each approach, including underlying theories of language and learning, goals and objectives, syllabus design, types of learning activities, roles of teachers and learners, and the use of instructional materials. The approaches range from those that are more teacher-centered and focus on grammar and repetition, like Audiolingualism, to those that are more learner-centered and emphasize meaningful communication, such as the Communicative Approach.

1. AUDIOLINGUALISM DIRECT METHOD NATURAL APPROACH TOTAL PHYSICAL
RESPONSE (TPR)
COMMUNICATIVE
APPROACH
B
A
C
K
G
R
O
U
N
D
The Second War world
broke out andsuddenly
the US wasthrust into
worldwide conflict
heighteningthe need
for Americanto
become orally
proficientinlanguages
of boththeiralliesand
theirenemies.
Intensive language
coursesthat focused
on aural /oral skills
“ArmyMethod”
characteristicof these
course was a great deal
of oral activity
pronunciationpatterns
drillsandconversation
1practice
Berlitz and Jespersen
XIX century
Europe experience a
wave of increasing
opportunities of
communicating, due
to industrialization
and international
trade and travel
It became popular
since grammar
translation method
was not very effective
in preparing students
to use the target
language
communicatively.
-It was developed and
published as a book by
Mr. Stephen Krashen
and Mrs. Tracy Terrell in
1983
- Stephen Krashen is a
famous linguist. He is
currently a professor at
University of Southern
California.
- Mrs. Tracy Terrell is an
educational theoristand
a professoratUniversity
of California.
In this method they
Believe that adults can
still acquire second
languages. The ability of
language acquisition
does not disappear as
we grow up.
Adults also acquire
language by following
the principles of
Universal Grammar.
TPR is a method
development by Dr
James Asher (1977).
A professor of
psychology at San
Jose State University
of California.
Asher developedTPR
as a result of his
experiences
observing young
children learning
their first language.
The human brain has
a biological program
for acquiring any
natural language
including sign
language for deaf
people.
A methodof teaching
language using
physical
activity/input.
Found that stress is a
factor in learning a
secondlanguage.Less
stress:more learning.
Grammar studyisless
effective than simple
exposure
The origin of the CLT
are found in the
changes in the British
Language teaching
tradition in the late
1960s.
Language wastaughtby
practicing basic
structures in
meaningful situations-
based activities
Seeks to make
meaningful
communication and
language use afocusof
all classroom activities

2. A
P
P
R
O
A
C
H
E
S
T
H
E
O
R
Y
O
F
L
A
N
G
U
A
- Process
oriented
- Structural
linguistics
influenced
audiolingualism
- Elements in a
language are
linearly
produced in
ruled governed
way
- Linguistic levels
are pyramidally
structured
(sentences,
phrases,
morphology
phonology
- The structural
linguistic
believed that
language is
speech
Language is for oral
use. Each language is
unique. There is a
direct relation
between form and
meaning. No other
language should
interfere when
learning language.
The learner will
acquire rules of
grammar inductively.
The best method of
teaching meaning is
the one using sensory
experience, generally
visual perception
Reflecting the cognitive
psychology and
humanistic approach
prominentinthe fieldof
education at that time,
the natural approach
shifted the culture of
language classroom 180
degrees and brought a
sense of community to
the students by their
sharing of the
experience of learning
the same language
together
The essence of language
is meaning. Vocabulary,
not grammar, is the
heart of language
TPR reflects a
grammar- based view
of language
Asher states that
“most of the
grammatical
structure of the
target language and
hundreds of
vocabulary items can
be learned from the
use of the imperative
by the instructor
He view the verb in
imperative as the
central linguistic
motif around which
language use and
learning are
organized.
The method came as a
reaction against the
grammar- based
approaches such as the
audio-lingual method
and grammar
translation method of
foreign language
instructionthatignored
that goal of language
learning is
COMMUNICATIVE
COMPETENCE
Hymes (19729 coined
this term in order to
contrast a
communicative viewof
language and
Chomsky’s theory of
competence
Hyme’s view, a person
who acquires
communicative
competence acquires
both knowledge and
ability for language use
with respect to:
- Whether
something is
formally
possible
- Whether
something is
appropriate in
relation to a
context in
whichitis used
- Whether
something is
convenient
- Whether
something is in

3. G
E
fact done,
actually
performed,and
what it’s doing
entails
A
P
P
R
O
A
C
H
E
S
T
H
E
O
R
Y
O
F
L
E
A
R
N
I
N
G
- Habit
formation
- Behaviorism
- Learning is
learning
structures,
sound, words
- Depended on
three elements
stimulus, bring
out behavior.
Response:
triggered by
stimulus
reinforcement:
marks the
response as
being
appropriate or
nor not and
encourages
repetition
which is vital
learning
process)
- Inductive
learning is
essential.
- There is a direct
relation between
form and meaning
L2 learning is
similar to L1
acquisition. There
is direct exposure
to the target
language.
Exposure of long
chunks in the
target language.
Learning occur
naturally.
- the learner should
be actively involvedin
using the language in
realistic everyday
situation
Acquisition/Learning
Hypothesis:
Thisapproach states
that there are two
distinctive waysof
developingcompetence
ina secondlanguage.
ADQUISITION isthe
“natural”way, as
children’slanguage
development
(unconscious) Learning
referstoa processin
whichconsciousrules
aboutlanguage are
developed.
- Specific
innate bio-
program for
language
learning.
- Brain
lateralization:
defines
different
learning
functions
- Stress
intervenes
between
learning and
what is to be
learned
Activities that involve
real communication
promote learning.
Activities in which
language is used for
carryingoutmeaningful
tasks promote leaning.
Language that is
meaningful to the
learner promote
learning
D
O
B
J
- To get accurate
pronunciation
and grammar.
- The ability to
respondquickly
and accurately
in speech
situation and
knowledge of
sufficient
- To give
learners
access to
literature in
the target
language,
develop them
for an
understanding
To help beginners
become intermediate
To help adults in
learning foreign
language naturally
To depend on learner
needs and skills and
level being taught.
To teach oral
proficiency at a
beginning level
Comprehension is a
meansto an end,and
the ultimate aim is to
teach basic speaking
skills
Use language as :
Means of
communication
Object of learning
Means of expressing
values

4. E
S
I
G
N
E
T
I
V
E
vocabulary to
use with
grammar
patter
- Listening
comprehension
- Recognition of
speechsymbols
as graphicsigns
- The ability to
reproduce
these symbols
in writing
of foreign
language,
- To build in
them the
kinds of
grammar,
reading,
vocabulary
and
translation
skills
necessary to
read and pass
some kind of
written tests.
- There is to be
a direct
connection
between
concepts and
the language
to be learned
To pick up the grammar
by themselves when
they are ready.
Four broad areas basic
personal
communicative skills (
oral/ written) academic
learning skills ( oral
/Written)
A TPR course aims to
produce learnerswho
are capable of an
uninhibited
communication that
is intelligible to a
native speaker
Specific instructional
will depend on a
particular needs of
the learners using
action-based drills in
the imperative form
Focus on
communication rather
than structure
Language learning
within the school
curriculum
Focus meaningful task
collaboration
D
E
S
S
Y
L
L
A
Linguistic syllabus:
contains the key items
of phonology,
morphology,andsyntax
of the language
Structures are
sequencedbymeansof
contrastive analysisand
taught one at a time
Lexical syllabus
Order:
Listening
Speaking
Reading
writing
- Is based upon
situations (language
that people woulduse
at a bank or when
going shopping) or
topics (such as
geography, money, or
the weather
- Grammar is taught
inductively
- Students practice
vocabulary by using
newwordsincomplete
sentences.
Typical goals for
languages courses or
particular needs and
interest of student’s
topics and situation.
Provide awide exposure
to vocabulary that may
be useful to basic
personal
communication
Resist any focus on
grammatical structures
Aim to create a low
affective filter by being
interestingandfostering
a friendly, relaxed
atmosphere
TPR uses a sentence-
based grammatical
syllabus
Is predictable from
the exercises used in
the class
TPR requires initial
attention to meaning
rather than to the
form of items.
Grammar is thus
taught inductively
Grammar based
Skills based (listening,
speaking, writing, reading)
Function based (greetings,
introducing, telling stories
Task based (discover the
differences, solve the
problem
A functional syllabus:
Communicative competence
is viewed as a mastery of
functions needed for
communication across a
wide range of situation
Grammar and vocabularyare
chosen according to the
function being taught
This syllabus is oftenused as
the bases for listening and
speaking courses.
A content-based syllabus:
the propose is to teach
specific information and
content using the language

5. I
G
N
B
U
S
that learners are also
learning
The course is arranged
around topics related to the
subject being taught
A skill based syllabus:
It focuses on the integration
of the four macro skills.
The teaching of each skills is
done throughits component
micro skills
D
E
S
I
G
N
TYPES OF
LEARNING
AND
TEACHING
ACTIVITIES
Dialogue and drills,
Repetition and
memorization pattern
practice.
Repetition: students
repeat an utterance
aloud as soon as they
can heard it
Inflection: one word in
an utterance appear in
another form when
repeated
Replacement:one word
in an utterance is
replaced by another
Teacher ask questions
of any nature and the
students answer
Dictation: the teacher
chooses a grade
appropriate passage
and reads the text
aloud. Teacher reads
the passage three
times
Reading aloud:
student take turn
reading sections of a
passage, play or
dialogue out aloud
Map drawing:
paragraph writing. Fill
in the blank exercise,
paragraph writing
- Comprehensible
input is
presentedinthe
target language
- Using
techniques such
as TPR mime
and gesture
- Group
techniques are
similar CLT
- Learnersstartto
talk when they
are ready.
Vocabulary
Classroom language
Imperatives drills to
elicitphysical actions
Functional
communicative
activities:
Comparing sets of
pictures and noting
similarities and
differences,discovering
missing features in a
map or picture, one
learner communicating
behind a screen to
another one giving
instructions on how to
draw a picture or shape
.
Social interaction
activities:
Conversation and
discussion sessions,
dialogues, role plays,
simulation, skits,
improvisation and
debates

6. D
E
S
I
G
N
LEARNER’S
ROLES
- Theyrepeated,
imitated
teacher’s
model,form
habits
- Requiredto
pronounce or
readrepeated
wordby word
that givenby
the teacher
- Invite (in
English
Directly)
withouthaving
to bringnative
language
Students are very active
Oral communication
skills areemphasized
There is a largeamount
of Learner-Learner
interaction
- Processor of
comprehensible
input
- Pre-production
stage
- Early
production
stage
- Speech
emergentphase
Learner to learner
interactionencouragein
pair and small group.
Students involve
themselves in role plays
, games etc.
- They have
the primary
roles of
Listener and
performer
- They monitor
and evaluate
their own
progress
-
-Develop
independence,
autonomy and
responsibility.
- is a negotiator
between themselves,
the learning process
and the object of
learning)
- chooses proper
expressions in a given
set of circumstances
and situations
- Develop inner criteria
and correct themselves
- Learn to work
cooperatively rather
than competitive.
The student give and
receive information
D
E
S
I
G
TEACHER
ROLES
- Model,
conductor,
guider and
controller
- Central and
active teacher
dominated
method.
- Provides model
control de
direction and
pace.
- Teacher is like
and orchestra
leader
Direct classactivities
Encourage students to
participatein class
Let the students correct
their mistakes
immediately
As demonstrator
As facilitator
As partner of student
As monitor
As initiator
by usingvarious
techniques, the teacher
- Primary source
of
comprehensible
input
- Creates
atmosphere
- Learner
centered
- Facilitator
- Orchestra
classroom
activities.
- Most exude
authority and
confidence
- Teacher plays
and active
and direct
role
- They control
the language
input
- In giving
feedback, the
teacher
follows the
example of
parents
- Teacher has
responsibility
of providing
the best kind
of exposure
to language
so that the
learner can
internalize
- They have to
assume the
role of
facilitator and
monitor
- Had to develop
a differentview
of learner’s
errors and of
her/his own
role in
facilitating
language
teaching
- As a needs
analyst
- As a counselor
- As a group
process
manager

7. N
tries to get students to
self-correctwhenever
possible
the basic
rules of the
target
language
D
E
S
I
G
N
ROLE OF INSTRUCTIONAL
MATERIAL
- They are
primary
teacher
oriented
- Audiovisual
equipment
often have
central roles
-
The direct method is
the 2nd
language for
instruction is taught,
but it is no
interference of
mother tongue
everyday vocabulary
and sentence are
taught
- Materials come
from realia
more than
textbooks
- Primary aims is
to promote
comprehension
and
communication
- They make
classroom
activities as
meaningful as
possible by
supplying “the
extra-linguistic
context that
helps the
acquirer to
understand and
thereby to
acquire
- Picture are
othervisual aids
facilitate
acquisition of a
large vocabulary
within the
classroom
- Nobasictexts
in TPR
- Teacher’s
voice, action
and gestures
may be
sufficient
- Supporting
material
collected by
the teacher
-
- A wide variety
of material
have beenused
to support
communicative
approaches to
language
teaching
- CLT view
materials as a
way of
influencing the
quality of
classroom
interaction and
language use
- The primary
role of
materials is to
promote
communicative
language use
- There ae three
kinds of
material
currently used
in CLT:
text-based,
task-based
and realia
P
R
O
P
R
O
- Extensive oral
instruction is
required where
the target
language is
used
- Model
dialogue.
Studentshasa reading
passage
The st are called on
one by one and the
read the text loudly.
The teacher answer
the student’s
- Start with a TPR
commands
- Direct method,
activities in
which mime
gesture, context
are used
The majority of class
time in TPR lessons is
spent doing drills in
which the instructor
gives commands
using the imperative
mood
The methodological
procedures reflect a
sequence of activities
representedasfollows:
Pre-communicative
activities:
- Structural
activities

8. C
E
D
U
R
E
C
E
D
U
R
E
Repeat.
Correction of
mistakes.
Memorize.
- Dialogues are
adopted and
then acted out
- Key structures
are selected
and used for
pattern drills
- Textbook.
Follow-up
reading,writing
or vocabulary
activities may
be introduced
- Follow-up
activities in a
language
laboratory
questionsinthe target
language
Work together on
pronunciation.
Give questions to the
students
Ss make up own
questions and
statements
The teacher instruct
the studentstoturnan
exercise
The students read a
sentence outloudand
supply the missing
word as they are
reading
Gives dictation
- CLT group- work
activities
Students respond to
these commandswith
physical actions.
Initially, students
learn the meaning of
the command they
hear by direct
observation.
After they learn the
meaningof the words
in these commands,
the teacher issues
commands that use
novel combination of
the words.
The students have
learned
- Quasi-
communicative
activities
Communicative
activities:
- Functional
communication
activities
- Social
interaction
activities
( role plays, jigsaw
tasks, dialogues)